UNDERSTANDING THE CONSTITUTION

Lesson 2
THE PURPOSE OF
THE CONSTITUTION
Lesson Objectives:
E
 xplain how the Preamble differs from the introduction of the Articles of
Confederation.
List and explain the six purposes of the Constitution as stated in the Preamble.
Explain how the Emoluments Clause and the ban on State Title of Nobility
support the republican form of government.
Explain the purpose of the Guarantee Clause and the three criteria of a
republican government.
Discuss the ratification process for the Constitution and how it differed from
that of the Articles of Confederation.
Know how many states needed to ratify the Constitution for it to go into effect.
Explain the purpose of the Attestation Clause and the significance of the way
in which the Constitution is dated.
Understand how the Supremacy Clause resolves conflicts between state and
federal laws.
Understand that the Constitution is supreme.
Understand the purpose of the Oaths Clause and the Religious Test Clause and
to which officials it applies.
Understand the purpose of the Debt Assumption Clause.

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 THE HERITAGE GUIDE TO THE CONSTITUTION: TEACHING COMPANION

Part 1:
Unit 1 A New Constitution for a Young Republic
Preamble
Essay by Forrest McDonald

Emoluments Clause
Article I, Section 9, Clause 8

No State Title of Nobility

Article I, Section 10, Clause 1

Guarantee Clause
Article IV, Section 4

Ratification Clause
Article VII, Clause 1

Attestation Clause
Article VII, Clause 2

Preamble
Essay by Forrest McDonald (pp. 4346)
The Preamble of the Constitution was an afterthought composed by Gouverneur
Morris, a delegate from Pennsylvania and member of the Committee of Style.
Though the Preamble does not have any substantive legal meaning, it is neverthe-
less a powerful statement of the purpose of the Constitution and a reminder of the
principles of the Declaration of Independence that undergird the document.

As Forrest McDonald explains, the very first words of the PreambleWe the People
of the United Statesshow a marked departure from the Articles of Confederation.
The Constitutions introductory words indicate that the people of the United States
were members of one united country rather than representatives from different
states forming a pact between states (as was the case under the Articles of Confed-
eration). The use of We the People was also necessary considering the ratification
procedure. The Preamble did not list the name of each state, because the Constitu-
tion would go into effect whenever the popularly elected ratifying conventions of
nine states approved it. It was not obvious which nine would ratify first, and the
Framers did not want to add names retroactively.

Some criticized the language for failing to list the states. Patrick Henry suggested
that the absence of the list of states indicated that the Constitution created a na-
tional, consolidated government. Governor Edmund Randolph responded that the
government is for the people; and the misfortune was, that the people had no agency
in the government before.

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 UNDERSTANDING THE CONSTITUTION

The Preamble presents six purposes of the Constitution. Of these six, two are im-
mediate requirements of safety and security common to every sovereign nation: in-
sure domestic tranquility and provide for the common defense. Two look forward Unit 1
to building a particular society that upholds the rule of law and fosters prosperity
and well-being for all of its citizens: establish Justice and promote the General
Welfare. The other two objectives grandly express the Founders hopes for their
nations and their peoples future: The Constitution is meant to form a more perfect
union and secure the blessings of liberty to ourselves and our posterity.

To form a more perfect Union does not mean that the Founders thought that they
could create a truly perfect government. Rather, the phrase meant a better and
stronger union than the one that had existed under the Articles of Confederation.
The second objective, to establish justice, implies that justice did not exist under
the previous government. Gouverneur Morris chose the words carefully: While
court systems existed prior to the Constitution, state governments violated indi-
viduals rights. The Constitution would guard against this behavior with an indepen-
dent judiciary and separate prohibitions of certain state practices.

The third purpose, to insure domestic Tranquility was vital because, during this
time, Americans were accustomed to rebelling against unpopular governments. The
Constitution would prevent uprisings such as the Whiskey Rebellion (1794) and
Friess Rebellion (1799). To insure tranquility, the new Constitution would give Con-
gress authority over the state militias and guarantee to each state a republican form
of government. The fourth objective, to provide for the common defense, was the
reason the United States came into being. However, Americans were wary of strong
standing armies, which could enslave the country as well as defend it. The Found-
ers sought both to ensure a strong defense and to provide for these concerns about
standing armies.

The fifth purpose, to promote the general Welfare, was not a broad grant of power
to the federal government. General means applicable to the whole, not to any par-
ticular state or special interest. Thus, the Preamble limits government by ensuring
that it always acts in the interests of the whole rather than for particular states or
interests. The sixth and final purpose is to secure the Blessings of Liberty to our-
selves and our Posterity. This broadly refers to the whole Constitution insofar as it
establishes a limited government to protect individual liberties.

The Preamble, furthermore, points back to the principles and rights proclaimed in
the Declaration of Independence. Far from negating the principles leading to the
American Revolution, the Constitution fulfills them. The Preamble as a whole de-
clares that the Constitution was designed to secure the rights of life, liberty, and the
pursuit of happiness proclaimed in the Declaration.

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 THE HERITAGE GUIDE TO THE CONSTITUTION: TEACHING COMPANION

Make a Real-Life Connection

Unit 1 Read the Preamble aloud. Ask students whether they have heard these words
before and, if they have, where they have heard them. (in school, on televi-
sion) Ask: Why do you think the Preamble is so well known? (Answers will
vary. Students may say that the Preamble expresses the ideas behind the
formation of the United States Constitution.)

Make a Real-Life Connection

Ask: In his discussion of the Preamble, Forrest McDonald explains what the
phrase general Welfare meant to the Framers of the Constitution. What did
they understand the phrase to mean? (It was a limitation on governments
power. Government could address certain general interests rather than
regional or parochial ones.) How is the word welfare used today? (persons
general well-being, social programs intended to promote well-being)

Active Reading
Read aloud the opening of the Preamble. Ask: What impression do these
words make on you? If necessary, prompt students by asking: What do these
words say about the people of the United States? (Students may say that the
people of the United States are now one.) Read aloud the opening of the Ar-
ticles of Confederation on pages 43 and 44. Ask: What impression do these
words make on you? (Students may say that all people in one state are one
and that each state is separate.)

Write About It
Point out that McDonald discusses the relationship between the Declaration of
Independence and the Constitution. Have students read both documents and
write a paragraph on how the purposes in the Preamble compare to the discus-
sion of government in the second paragraph of the Declaration of Independence.
(The Declaration sets forth the end of government; the Constitution creates the
structures by which the Constitution will fulfill the promises of the Declaration.)

Discussion Questions
1. How does the Preamble show that the Constitution is different from the
Articles of Confederation? (The Articles of Confederation tied the states
together only loosely, but the Preamble represents the states as a united
body through the phrase We the People. The Preamble also places the
political strength of the government with the people, which differs from
the Articles of Confederation.)

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 UNDERSTANDING THE CONSTITUTION

2. What does the goal to secure the blessings of liberty to ourselves and
to our posterity reveal about how the Framers thought of the Constitu-
tion? (This statement reveals that one of the major goals of the Consti- Unit 1
tution was to secure liberty, or the personal rights of individuals, for all
the generations to come.)

Emoluments Clause Article I, Section 9, Clause 8

Essay by Robert Delahunty (pp. 166167)
The Constitution creates a republican government. James Madison commented in
The Federalist No. 39 that republican governments were rare: They existed in Holland,
Poland, and Venice in attenuated forms. The existence of a genuinely republican gov-
ernment with republican institutions was unique to America. The Framers crafted
institutions and drafted specific clauses, such as the Emoluments Clause and the
State Title of Nobility Clause, to ensure that the American Republic would succeed.

The Emoluments Clause forbids both the United States from awarding titles of
nobility and public officials from receiving either titles or similar advantages from
a foreign power without the consent of Congress. Giving people lifelong titles of
nobility is a characteristic of aristocracies, not republics. At the time, kings would
customarily bestow expensive gifts on ministers of other countries who had visited
them and signed treaties. The Emoluments Clause protected the republican char-
acter and American political institutions from such corrupting foreign influences.
The Emoluments Clause has never been litigated, but it has been interpreted and
enforced through court opinions.

Before You Read

Point out that one meaning of the word emoluments is advantages. Ask:
What are some advantages enjoyed by kings and queens? (Answers will vary.
Students may say that they are in a higher social class than everyone else
and have greater privileges than everyone else. They are born into wealth,
live extravagantly, and are entitled to servants.)

Active Reading
Explain that titles, such as those forbidden by the Constitution, indicate a
rigid class structure entered into upon birth. For example, some individuals
are born into the monarchy, while others might be born into the peasant
class. Ask: Why does the Constitution forbid titles? (The American justice
system is based on equality before the law. Formal recognition of distinctions
based on class, race, or title would undermine republican government and
the justice system.)

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 THE HERITAGE GUIDE TO THE CONSTITUTION: TEACHING COMPANION

Active Reading
Unit 1 Ask: Why does the Constitution require Congresss consent when an official
receives a title or gift from a king or other world leader? (Requiring Congress
to consent to the receipt of these gifts informs Congress about the gifts, pre-
vents the likelihood that these gifts are mere bribes, and guards the republi-
can character of America.)

Discussion Question
Point out that Delahunty quotes David Ramsey, an 18th century historian,
as saying that equality is the life and soul of republicanism. Ask: What
are some ways that the United States government tries to treat all people
equally? (Answers will vary. Examples: the law protects everyone equally. All
people have certain due processes. Citizens have the right to vote.)

State Title of Nobility Article I, Section 10, Clause 1

Essay by Robert Delahunty (pp. 175176)
While the Emoluments Clause forbids the federal government from granting titles
of nobility, Article I, Section 10, Clause 1 forbids state governments from granting
such titles. Together, these clauses help to maintain the republican character of the
United States government.

The Articles of Confederation prohibited Congress and the states from awarding
titles of nobility. Even before the Articles of Confederation, however, states had re-
nounced the power to grant such titles. Thus, prohibiting state titles of nobility was
not controversial.

Make a Real-Life Connection

Provide students with some examples of noble titles. These include prince,
knight, king, queen, duke, duchess, count, and princess. Ask: Can you think
of some examples of people who have a noble title in their names? (Answers
will vary.) Where are these individuals from? (Answers will vary. Help students
reach the conclusion that all people mentioned are from countries other than
America.) What does this tell you about noble titles and America? (America
is a republican government. It does not pick its officers according to a heredi-
tary bloodline. It does not award titles, and her citizens do not receive titles.)

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 UNDERSTANDING THE CONSTITUTION

Active Reading
Ask: Where did the idea that states should not grant titles of nobility appear Unit 1
before it was made part of the Constitution? (The Articles of Confederation
prohibited the states from granting titles of nobility.) How is the American
republican form of government exceptional compared to other republics?
(Republican governments were uncommon before the French Revolution. They
were found in Holland, Poland, and Venice in attenuated and precarious forms.
America created republican institutions based on republican principles.)

Guarantee Clause Article IV, Section 4

Essay by Robert G. Natelson (pp. 282284)
The Guarantee Clause makes certain guarantees to the states. It guarantees states a
republican form of government and protection from foreign invasion. The Articles
of Confederation did not guarantee a republican form of government. Delegates
debated the meaning of republican government and agreed on three criteria, the
absence of any one of which would render a government unrepublican: popular rule,
no monarch, and rule of law.

Popular rule means that political decisions are made by a majority of voting citizens.
Citizens can act either directly or through representatives, but in either mode, the
sovereign is accountable to the people. The Framers saw pure democracy as incon-
sistent with republican government. A pure democracy lacks magistrates; instead,
the mob makes all decisions, including executive and judicial ones.

Monarchy is incompatible with republican government. Under the condition of no

monarchy, for instance, the state executive cannot become tenured and serve for life.

The rule of law requires that the government and the governed alike be equally subject
to the law and equally protected by the law. The rule of law means a formal, regular
process of law enforcement and adjudication. The laws apply to the government and
the governed alike. Moreover, the rule of law implies that there are certain standards to
which specific laws and lawmaking must conform. For instance, bills of attainder and
ex post facto laws are incompatible with the rule of law in a republican government.

If the citizens of a state think that their government is no longer republican, they
must seek relief in Congress rather than the courts. The Supreme Court has noted
that this clause does not present a justiciable question; that is, it is not a question
that the courts may address or settle.

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 THE HERITAGE GUIDE TO THE CONSTITUTION: TEACHING COMPANION

Before You Read

Unit 1 Ask: What is a guarantee? (a promise) What are some guarantees that a gov-
ernment would make to its people? (Responses may vary. Students may say
that government protects its people from foreign invasion and treats people
equally under the law.)

Active Reading
Help students understand how a republican government differs from a pure
democracy and a monarchy. Point out that a pure democracy lacks mag-
istrates. This means that the mob makes all decisions, including executive
and judicial ones. Ask: Why is this dangerous? (The people who make up the
majority would make all decisions. The majority could deny the rights of the
minority.) Point out that the absence of a monarchy was a requirement of
a republican government. Ask: What is the difference between a monarchy
and a republic? (In a monarchy, the ruler holds power for life. A ruler who has
lifetime tenure has little incentive to rule justly or in the peoples best inter-
est, because the people would have no check on him. Elections are the chief
mode to ensure accountability. In a republic, the people can remove their
representatives if they fail to perform the duties of their offices properly.)

Write About It
Your book mentions that the rule of law prevents certain types of laws: ex
post facto laws and bills of attainder. This will be discussed in greater detail
in Lesson 8. Have students research the meaning of an ex post facto law and
bills of attainder and provide a historical example of each. (Ex post facto laws
are laws that make something illegal after the fact. Bills of attainder are laws
directed at one person or at groups of persons. These laws do not accord
with the rule of law, because the rule of law requires that laws be general
rules of action, not retroactive punishments of past behavior or narrowly
defined acts that do not apply to everyone. Examples will vary.)

Ratification Clause Article VII, Clause 1

Essay by Charles Kesler (pp. 298301)
The Ratification Clause formally accepted the Constitution as a replacement for the
Articles of Confederation. This was a bold decision because the original purpose of the
Constitutional Convention was to revise, not replace, the Articles of Confederation.

More significantly, the Framers required popular conventions of nine states to ratify
the Constitution instead of relying on Congress, state legislatures, or the cumber-
some procedures of the Articles of Confederation. The Constitutions ratification

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 UNDERSTANDING THE CONSTITUTION

process was a more republican one. First, the Constitution would have obtained
the consent of the people rather than that of the state legislators. Second, requiring
unanimous consent would be unrepublican; if 12 states approved but one rejected Unit 1
the constitution, the minority would effectively rule the majority.

The Anti-Federalists opposed the ratification process of the Constitution. They

claimed that the Articles of Confederation did not need popular or majority ratifica-
tion because the document was a treaty and not a constitution. James Madison ex-
plained that any breach in one article in a treaty frees the other parties from having
to comply with the treaty. He implied that state governments actions had already
violated the terms of the Articles of Confederation; therefore, there was no need to
abide by the documents ratification procedure. In a union of people under a consti-
tution, actions that oppose the constitution are invalidated, and there is no similar
ability to withdraw from the pact.

The Constitution applied to all states within the Union uniformly. Those states that
ratified the Constitution would need to amend their state constitutions to comply
with it, but the people of the United States could not demand change in states that
chose not to ratify the Constitution. However, allowing the Constitution to go into
effect with the ratification of nine states ultimately encouraged the rest of the states
to ratify the Constitution.

Before You Read

Ask students to think about the word ratification. Explain that when some-
thing is ratified, it is formally accepted. Tell them that the purpose of the
clause was to formally accept the Constitution and replace the Articles of
Confederation. Read aloud Article VII. Ask: Do you think everyone agreed with
this article? Why or why not? (Students should say that not everyone agreed.
One state did not participate in the Constitutional Convention.)

Write About It
To ensure understanding, have students write a few sentences paraphrasing
Madisons argument in Federalist No. 40. Have them share their sentences
with a partner. (Sample answer: In all important governmental changes, past
procedures should not be the primary goal, because strictly adhering to past
procedures may harm the larger purpose of securing the liberty and happi-
ness of the people.)

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 THE HERITAGE GUIDE TO THE CONSTITUTION: TEACHING COMPANION

Active Reading
Unit 1 Point to Madisons distinction between a treaty and a constitution, discussed
on pages 299300. Ask: What makes a constitution different from a treaty?
(In a treaty, there are no questions of constitutionality. If one party breaches
an article of a treaty, then the other parties no longer have the obligation to
comply with the treaty. In a constitution, actions that oppose the constitution
are invalidated, and there is no similar ability to withdraw from the pact.)

Discussion Questions
1. Why is it important to have decisions made on the basis of majority
approval instead of unanimous approval? (Unanimous approval might
never be achieved; allowing majority approval prevents the tyranny of
the minority, where one state in withholding its approval could prevent
the greater security and happiness of the other 12 states.)

2. Kesler explains that one of the purposes of Article VII was to encourage
the states that did not ratify the Constitution to come aboard. How do
you think Article VII does this? (Students may say that the states that
did not ratify the Constitution may have worried about their safety and
prosperity without it. Not wanting to be isolated, they would therefore
officially become part of the United States.)

Attestation Clause Article VII, Clause 2

Essay by Matthew Spalding (pp. 301302)
The Attestation Clause is the final clause of the Constitution of 1787. It was written
immediately before the delegates signed their name to the document.

When the Convention reconvened on September 17, 1787, Benjamin Franklin

delivered an address endorsing the Constitution even with its perceived imperfec-
tions. Delegates did not sign on behalf of their particular states; they simply signed
their names, which was an expression of unanimity. William Jackson, although not a
delegate, signed to attest to the delegates signatures.

As Matthew Spalding explains, the way in which the Constitution was datedthe
Seventeenth Day of September in the Year of our Lord 1787, and of the Indepen-
dence of the United States of America the Twelfthuniquely situates the Constitu-
tion in Western civilization and American history. Along with the Constitution, only
the Articles of Confederation and the Northwest Ordinance are dated according to
the Year of Our Lord and the anniversary of the Declaration of Independence. By
choosing to date the Constitution in this way, the Framers situated the document in
context of the religious tradition of Western civilization and linked the Constitution
to the principles articulated in the Declaration of Independence.

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 UNDERSTANDING THE CONSTITUTION

Check Understanding
To ensure students understanding, ask: How was the signing of the Con- Unit 1
stitution different from the signing of the Articles of Confederation? (The
signatures of the delegates signing the Constitution were grouped by state,
but they did not sign their names as representing their states as was done
on the Articles of Confederation. This suggested unanimity.)

Active Reading
Help students understand the meaning of the words of the Independence
of the United States of America the Twelfth. Explain that the twelfth refers
to when the Declaration of Independence was signed: July 4, 1776, 12 years
prior to the Constitution.

Discussion Questions
1. What is the relationship between the Constitution and the Declaration of
Independence? (The Declaration of Independence establishes ends or pur-
poses of governmentthe principles upon which governments are made.
The Constitution creates the institutions or arrangements of government
by which citizens expressed their consent, assured their safety, secured
their rights, and otherwise governed themselves in light of the commu-
nitys highest purposes as described in the Declaration of Independence.)

2. Benjamin Franklin said he endorsed the Constitution despite its imper-

fections. Why do you think the Framers did not try to fix these imperfec-
tions? (Answers may vary. Students may say that the Constitution was
as good as it could be at that time and that no document is perfect.)

Check Understanding
Have students complete the following assessment to check their understand-
ing of Lesson 2, Part 1. Review any material for questions they have missed.
Short Answer: Write your answer to each question.

Multiple Choice: Circle the correct response.

1. According to the discussion of the Guarantee Clause, one of the key
features of a republican government is that it does not have a
a. Supreme Court.
b. monarch.
c. unicameral legislature.
d. strong federal government.

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 THE HERITAGE GUIDE TO THE CONSTITUTION: TEACHING COMPANION

2. To become the plan for government for the United States, the Constitu-
tion had to be ratified by
Unit 1 a. all states
b. nine states.
c. 11 states.
d. 12 states.

3. The only state that did not participate in the Constitutional Convention was
a. New York.
b. Virginia.
c. New Hampshire.
d. Rhode Island.

Fill in the blank: Write the correct word or words in each blank.
1. In Article IV, Section 4, the Guarantee Clause assures the states protec-
tion from ____________________________ and also guarantees
_____________________________________. (foreign invasion and
domestic violence, a Republican Form of Government)

2. A pure democracy had no ________________. (magistrates)

3. Where the signers subscribed their names, the states are listed in
________________ order. (geographical)

4. Unlike the Articles of Confederation, the Constitution established a

strong _______ government to protect the citizens. (federal)

5. The Preamble stresses that ultimate political authority lies with the
people, not the states, by starting with the phrase ________________.
(We the People)

6. ________________, the secretary of the Convention, signed to attest, or

authenticate, the delegates signatures. (William Jackson)

Short Answer: Write out your answer to each question.

1. Why did Patrick Henry object to the Preamble? (Patrick Henry thought
that since the Constitution failed to list states, its intention might
be to form a consolidated government.)

2. Who signed the Constitution to attest to the delegates signatures?

(William Jackson)

3. Who composed the Preamble? (Gouverneur Morris)

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 UNDERSTANDING THE CONSTITUTION

4. What are the six purposes of the Constitution, as stated in the Preamble?
to form a more perfect union
establish justice Unit 1
insure domestic tranquility
provide for the common defense
promote the general welfare
secure the blessings of liberty to ourselves and our posterity

5. What was the purpose of the Emoluments Clause? (to shield the
republican character of the United States against corrupting foreign
influences)

6. During the debates over ratification of the Constitution, what were the
three criteria of republicanism under the Guarantee Clause?
popular rule (majority of voting citizens)
that there be no monarch
rule of law

7. Which was the ninth state to ratify the Constitution? (New Hampshire)

True / False: Indicate whether each statement is true or false.

1. The prohibition on federal and state titles of nobility was designed to
affirm and protect the republican character of the American government.
(True)

2. The Preamble was placed in the Constitution as an afterthought. (True)

3. Article VII was the last and shortest of the Constitutions articles. (True)

4. Article VIIs bold dismissal of the Articles of Confederations rule of

unanimous approval emphasized the break from the Articles to a
Constitution as supreme law of the land. (True)

5. The Emoluments Clause has been in court extensively. (False. To our

knowledge, the Emoluments Clause has never been litigated.)

6. The Founders intended to create a pure democracy. (False)

7. All the Delegates signed the Constitution (False. Three Delegates

did not sign.)

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 THE HERITAGE GUIDE TO THE CONSTITUTION: TEACHING COMPANION

Part 2:
Unit 1 The Supremacy of the Constitution
Debt Assumption Clause
Article VI, Clause 1

Supremacy Clause
Article VI, Clause 2

Oaths Clause
Article VI, Clause 3

No Religious Test
Article VI, Clause 3

Debt Assumption Article VI, Clause 1

Essay by Jeffrey Sikkenga (pp. 289291)
To finance the War of Independence, American states and the Continental Congress
sold bonds to anyone who would buy them, leaving the new country in debt. Dur-
ing the Convention, delegates considered a proposal giving Congress the power to
discharge the debts incurred by the states and the previous Congress. Since this debt
was incurred before the signing of the Constitution, a question arose: Would the new
government necessarily inherit the obligations of the previous government? There
was also a related question: Should Congress assume this debt or the states retain it?

Under Article XII of the Articles of Confederation, Congress was liable for monies
borrowed and debts contract by the old Continental Congress. Thus, the Articles pro-
vided precedent for the new government to inherit the debts incurred under the previ-
ous form of government. Elbridge Gerry objected that under the proposed wording,
the new Congress would have the power but not the obligation to pay back the debt.
Edmund Randolph agreed that without the explicit power enumerated in the Consti-
tution, the new government did not have the authority to pay off the previous debts.

James Madison, however, disagreed. He argued that the new government had the
obligation to pay the debts from the previous government and that this obligation
existed whether or not the Constitution empowered the new government to pay.
Furthermore, states did not have the power to engage in external affairs, which in-
cluded the power to repay foreign bondholders. Thus, the new national government
would inherit the power to repay foreign bondholders directly from the Articles and
would not need an explicit grant of power from the new Constitution. In The Feder-
alist, Madison maintained that the Debt Assumption Clause was a not a legal or con-
stitutional necessity; rather, it was included to satisfy foreign creditors of the United
States. Ultimately, the new federal government fulfilled the obligations inherited
from the Articles of Confederation without serious constitutional controversy.

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Before You Read

Ask: What is debt? (money owed) How do people get into debt? (They borrow Unit 1
money that they cannot immediately pay back.)

Active Reading
Tell students that the War of Independence was the American Revolution,
which lasted from 1775 to 1783. Explain that this war was between Great Brit-
ain and the 13 British colonies that had settled in North America. To under-
stand why the colonies severed ties with Britain, have the students read the
Declaration of Independence, focusing particularly on the list of grievances.

Supremacy Clause Article VI, Clause 2

Essay by Gary Lawson (pp. 291294)
The Supremacy Clause clarifies that above all elseabove state law, federal laws, and
the state constitutionsis the Constitution of the United States. The clause applies
to all legal interpreters including Members of Congress, the President, federal of-
ficials, federal judges, state court judges, and other state officials. While both federal
and state governments have power to enact laws, there must be a mechanism to
determine which law applies in the event of a conflict. Under the Supremacy Clause,
national laws made in pursuance of the Constitution take priority over any state acts
that conflict with national law. This clause is not a grant of power; it specifies how to
resolve conflicts.

At the Constitutional Convention, James Madison proposed congressional power to

veto state laws. However, the Convention repeatedly rejected proposals for a federal
veto power over state laws, seeking to reduce conflict between state and federal
governments. The Convention accepted the Supremacy Clause in its final form (pro-
posed by Anti-Federalist Luther Martin) without much dissent.

The Supremacy Clauses historical context and text still leave several questions
unanswered. For example, what is a conflict? When reformist legislation shifted
from the states to the federal government during the New Deal, the Supreme Court
began to fashion rules to try to determine when there is a genuine conflict. Generally,
federal law preempts state law when Congress intends to do so or when Congress
passes broad legislation that is intended to occupy the field on a certain issue. Ad-
ditionally, a conflict can result when it is impossible to comply with both a state law
and a federal law or when a state law obstructs compliance with federal law. How-
ever, to protect states police powers against federal encroachment, the Court has
noted that federal law does not preempt state law unless Congress clearly intends
that the federal law do so.

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 THE HERITAGE GUIDE TO THE CONSTITUTION: TEACHING COMPANION

The Supremacy Clause is often seen as the source of the principle that states cannot
regulate or control federal activities. In McCulloch v. Maryland (1819), Chief Justice
Unit 1 John Marshall declared that supremacy allowed the federal government to remove
all obstacles to its action within its own sphere, and so to modify every power vested
in subordinate governments, as to exempt its own operations from their influence.
While the federal government can prevent states from interfering with federal op-
erations, this does not mean that the Supremacy Clause is the source of Congresss
power to protect federal operations. The basis of Congresss powers is the constitu-
tional enumeration of powers, not the Supremacy Clause.

Finally, the Supremacy Clause differentiates treaties from laws: that is, treaties
made under the Authority of the United States and federal laws made in pursu-
ance of the Constitution. This language ensured that treaties made by the United
States prior to ratification of the Constitution take precedence over conflicting state
laws. This does not, however, mean that treaties are supreme if they are not pursu-
ant to the Constitution. Treaties that are properly executed are a part of the law of
the United States and are on par with other federal laws.

Before You Read

Point out that each state has its own constitution and laws governing the
state. It is possible that state law will differ from federal law. Ask: What
happens when a state law is in conflict with a valid federal law? Which law
applies? (The federal law will trump the state law.)

Active Reading
Read about the first strategy for resolving state and national conflict on page
291. It states that one way to avoid conflict is to give each government exclu-
sive jurisdiction over a respective sphere. Ask: Do you think this would work?
Why or why not? (Most students will say no, that it wont work because some
overlap between state law and federal law is inevitable.)

Check Understanding
Explain that the Supremacy Clause represents the Framers vision that the
United States needed a strong but limited federal government. Ask: How
does the Supremacy Clause both give the federal government power and
limit how that power can be used? (Sample answer: The Supremacy Clause
gives the Constitution supreme authority over state laws, but the Constitu-
tion allocates power to the executive, the legislature, and the courts in such a
way that the document ultimately rests on the will of the people, who may in
turn amend the document.)

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 UNDERSTANDING THE CONSTITUTION

Oaths Clause Article VI, Clause 3

Essay by Matthew Spalding (pp. 294296) Unit 1
The primary significance of the Oaths Clause is that the oaths taken by those who
hold office in the United Statesthe President, Members of Congress, federal
judgesare oaths not to a king or ruler, or even to an executive or to Congress, but to
the United States Constitution. The clause is a solemn reminder that the duty to up-
hold the Constitution is not the exclusive or final responsibility of the judiciary, but
rather is shared by Congress and the President (per Article II, Section 1) as co-equal
branches of the United States government.

While there was no oath required in the Articles of Confederation, Edmund Ran-
dolph proposed, as part of the Virginia Plan at the Constitutional Convention, that
the legislative, executive, and judiciary powers be bound by oath to support the arti-
cles of the Union. Some delegates thought that it interfered with the power of states
to police activity within their borders. However, the majority of delegates argued
that the Oaths Clause was needed to ensure that political actors would uphold the
Constitution at all times. The Oaths Clause in its final form applies to all members of
the state and national governments.

The Clauses declaration to support the Constitution is also significant. Members

of Congress do not assume their office until they take the oath. John Marshall in-
voked the Oaths Clause as the basis of judicial review because it ensured that judges
put the tenets of the Constitution first in their judgments. The Oaths Clause has also
placed a personal responsibility on all members of the legislature to act in a way that
is in accordance with the tenets of the Constitution.

The very first law passed by the House of Representatives concerned taking an oath
to the Constitution, and under current federal law, officials in the federal govern-
ment and state governments continue to swear to support the Constitution.

Before You Read

Ask: What is an oath? (a pledge or promise) What are some oaths that
people take? (Answers will vary. People swear to tell the truth in court;
physicians take an oath to do what is in their patients best interest.)

Active Reading
Ask: Spalding says that the Oaths Clause helps to fulfill the Framers plan to
integrate the states into the functions of the federal government. How does
state officials taking an oath to uphold the Constitution make them more
involved in the federal government? (If they are bound to follow the Constitu-
tion, then they are bound to exercise their broad powers in accordance with
the Constitution. For instance, state officials would not attempt to make a
treaty with another country.)

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 THE HERITAGE GUIDE TO THE CONSTITUTION: TEACHING COMPANION

Work in Pairs
Unit 1 Pair up students and have them research an instance where the federal gov-
ernment has required specific oaths (for example, during the Revolutionary
War). Have them write a summary of the oath and explain the reasons why
such an oath was necessary.

Discussion Questions
1. How does the Oaths Clause show the balance of power among the
branches of government? (All branches of the government are considered
equal insofar as they all have an obligation to follow, support, and defend
the Constitution. The Constitution is not the province of only one branch.)

2. What does the Oaths Clause reveal about the Framers perception of
individual responsibility? (The Oaths Clause places a personal burden on
each individual in public office to act in an appropriate manner and to
uphold the principles of the Constitution at all times.)

Religious Test Article VI, Clause 3

Essay by Gerard V. Bradley (pp. 296297)
The clause banning religious tests for federal office further attests that, regardless
of ones religious affiliation or lack thereof, the Constitution is the supreme law of
the land. Political obligations and religious affiliation are important, but in the end,
political actors within the constitutional order must give complete loyalty to and
solemnly pledge to support the Constitution of the United States. Article VI of the
Constitution ensures that Americas legal systemespecially the federal and state
courtsis defined by and focused on the Constitution.

The Article VI ban on religious tests is the one explicit reference to religion in the un-
amended Constitution. According to the ban, federal officers cannot be subjected to a
formal religious test to hold office. The ban applied only to federal officers, but states
could impose religious tests on their officialsand they did (the modern Supreme
Court has ruled that religious tests on the state level are unconstitutional). Such a re-
ligious test often required a person seeking office to be Christian or even a Protestant.

The No Religious Test ban was hotly debated during the debates on ratification
of the Constitution. Some focused on the clause to support the objection that the
Constitution was too secular. Some supported religious tests to ensure good charac-
ter in office. But defenders of the Constitution argued that the religious test ban was
necessary to support religious liberty and to enable the best citizens to serve in the
national government. Ultimately, the Framers supported the ban on such a test and
instead required an oath to the Constitution.

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 UNDERSTANDING THE CONSTITUTION

Active Reading
To ensure understanding, ask: To whom did the Religious Test Clause ban Unit 1
apply? (to those seeking federal office)

Make an Inference
Ask: Why do you think the Framers of the Constitution did not extend the ban
to state officials? (Answers will vary. Students may note that a ban on state
religious tests for office would have faced stiffer opposition. Some states had
established churches too. Ultimately, the Founders left the possibility of such
bans at the state level to be a matter for states to decide.)

Discussion Questions
1. What does the Religious Test Clause tell you about the Framers of the
Constitution? (The Religious Test Clause shows that the Framers of the
Constitution were concerned about protecting the rights of individuals to
the free exercise of their religious faith.)

2. 
Why does the Religious Test Clause rarely serve as a focal point for debate
in the judicial system? (The Religious Test Clause rarely appears in courts
today because courts settle controversies using the First Amendment.)

Check Understanding
Have students complete the following assessment to check their understand-
ing of Lesson 2, Part 2. Review any material for questions they have missed.

Fill in the blank: Write the correct word or words in each blank.
1. During the American Revolution, General George Washington required all
officers to subscribe to an oath renouncing any allegiance
________________ and pledging their fidelity to the __________________.
(to King George III, United States)

Short Answer: Write out your answer to each question.

1. What strategy did the Supremacy Clause use to deal with potential con-
flicts between the national and local governments? (It uses a conflict-
of-laws rule that specifies that certain national acts take priority
over any state acts that conflict with national law.)

2. What was the very first law passed by the first session of the House
of Representatives? (An Act to regulate the Time and Manner of
administering certain Oaths)

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 THE HERITAGE GUIDE TO THE CONSTITUTION: TEACHING COMPANION

3. The original, unamended Constitution contains how many explicit refer-

ences to religion? (one)
Unit 1
4. Why were the states in debt before the signing of the Constitution?
(To pay for the War of Independence, the states and the Continen-
tal Congress sold millions of dollars in bonds.)

5. What did Edmund Randolph think about the new Congress assuming
past debt? (He argued that the new government was bound only by
the Constitution. Since this issue was not specifically addressed,
the federal government was in the uncomfortable position of not
having the authority to pay off the debt.)

6. What is the main purpose of the Supremacy Clause? (to resolve con-
flicts between national and state laws and maintain the primacy of
the Constitution)

7. What does it mean when a federal law trumps a state law? (It means
that federal law takes precedence over the state law.)

8. What is the main purpose of the Oaths Clause? (to ensure that of-
ficials are bound to the Constitution)

9. Give an example of someone who must swear to uphold the Constitu-

tion. (Answers will vary but may include any individual elected or
appointed to public office, an office of honor or profit in the civil
service, or uniformed services.)

10. Why did the Framers of the Constitution support the ban on religious
tests to hold office? (They considered it an aspect of religious liberty.)

11. How did the states and the Continental Congress finance the War of
Independence? (They sold millions of dollars in public bonds to
soldiers, ordinary Americans, and investors in America and
abroad.)

True / False: Indicate whether this statement is true or false.

1. The Oaths Clause helps to fulfill the Framers plan to integrate the states
into the electoral, policymaking, and executive functions of the federal
union, subject to the limits of the Tenth Amendment. (True)

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